Studying at York
One-to-one teaching (Intermediate-Advanced) - MUS00119M
- Department: Music
- Credit value: 20 credits
- Credit level: M
- Academic year of delivery: 2023-24
- See module specification for other years: 2024-25
Module summary
The module extends your practical and reflective skills as instrumental/vocal teachers. It conveys knowledge relating to understanding the needs of learners in the intermediate–advanced stages of musical development and facilitates the practical application of this knowledge in order to plan and deliver effective tuition. The module develops further awareness of learners’ needs and explores a wider range of teaching techniques.
Module will run
| Occurrence | Teaching period |
|---|---|
| A | Semester 2 2023-24 |
Module aims
This module develops and extends your practical and reflective ability as instrumental/vocal teachers in relation to the teaching of intermediate–advanced level learners (c. ABRSM Grade 5-8). The module facilitates further awareness of the learner’s needs and explores a range of teaching techniques. Through practical instrumental/vocal teaching you will apply theoretical knowledge relating to teaching styles and values, the development of expertise, musicians’ wellbeing, the teaching of skills relating to sight-reading, memorisation, improvisation, composition, performance preparation, interpretation, and the development of techniques to facilitate the learning of complex, large-scale musical works. The module builds on existing reflective practice skills and enhances students’ awareness of their interpersonal and empathic skills, delivery of teaching, time management, interaction with the learner and presentation of material (verbally and through demonstration) and their ability to comprehensively reflect on their development as teachers and the pedagogical approaches deployed in sophisticated written form. The module will also address professional development.
Module learning outcomes
By the end of the module you should be able to:
-
Show understanding of the practical applications of research and convey principles of effective instrumental/vocal teaching through work with intermediate–advanced level learners.
-
Apply skills by demonstrating understanding of pedagogical ideas in a short one-to-one lesson for a learner of intermediate–advanced level.
-
Recall, analyse and evaluate your teaching in reflective writing, taking into consideration factors including:
-
the creation and practical execution of a detailed lesson plan;
-
the extent to which learner needs have been met through the employment of pedagogical and interpersonal strategies, supported by use of appropriately sophisticated materials and resources;
-
the clarity and effectiveness of their verbal and non-verbal communication; developing aspects of the learner–teacher relationship;
-
the extent to which: the learner has been able to acquire and apply appropriately sophisticated knowledge and skills, to which changes in understanding have been facilitated for the learner, and to which increasingly comprehensive learner independence has been supported.
-
-
Through written reflective work, improve understanding of effective practice with intermediate–advanced learners and how their own teaching can be developed, demonstrating awareness of the value of reflection on individual improvement as a teacher.
-
Show meaningful understanding of recent research in the subject and be able to articulate this in written form, demonstrating the ability to synthesise and explore ideas in relation to both wider pedagogy and their own teaching practice.
Indicative assessment
| Task | % of module mark |
|---|---|
| Essay/coursework | 50 |
| Essay/coursework | 50 |
Special assessment rules
None
Additional assessment information
50%: Recording of a one-to-one instrumental or vocal lesson with a learner of intermediate–advanced level (15 minutes duration)
50%: Written reflective commentary on the recorded lesson (1000 words), with an appendix containing copies of the lesson plan, learner consent form and relevant teaching materials.
Indicative reassessment
| Task | % of module mark |
|---|---|
| Essay/coursework | 50 |
| Essay/coursework | 50 |
Module feedback
You will receive written feedback in line with standard University turnaround times.
Indicative reading
Bernhard II, H. C., & Stringham, D. A. (2016). A national survey of music education majors’ confidence in teaching improvisation. International Journal of Music Education, 34(4),393-390.
Carey, G., Coutts, L., Grant, C., Harrison, S., & Dwyer, R. (2017). Enhancing reflection in the tertiary music studio through reflection and collaboration. Music Education Research, 20(4), 399-411.
Carey, G., Harrison, S. & Dwyer, R. (2017). Encouraging reflective practice in conservatoire students: A pathway to autonomous learning? Music Education Research, 19(1), 99-110.
Duke, R. A. & Simmons, A. L. (2006). The nature of expertise: Narrative descriptions of 19 common elements observed in the lessons of three renowned artist-teachers. Bulletin of the Council for Research in Music Education, 170, 1-13.
Elgersma, K. (2012). First year teacher of first year teachers: A reflection on teacher training in the field of piano pedagogy. International Journal of Music Education, 30(4), 409-424.
Ginsborg, J. (2004). Strategies for memorising music. In A. Williamon (Ed.), Musical excellence: Strategies and techniques to enhance performance (pp.123-142). Oxford: Oxford University Press.
Haddon, E. (2013). Continuing professional development for the musician as teacher in a university context. In M. Stakelum (Ed.), Developing the musician (pp. 191-206). Aldershot: Ashgate.
Hallam, S. (1998a). Creativity: Improvising and composing (Chapter 10). Instrumental teaching: A guide to better teaching and learning (pp. 201-225). Oxford: Heinemann.
Hallam, S., & Gaunt, H. (2012). Improvising and nurturing your creativity. Preparing for success: A practical guide for young musicians (pp. 96-112). London: Institute of Education, University of London.
Meissner, H. (2016). Instrumental teachers’ instructional strategies for facilitating children’s learning of expressive music performance: An exploratory study. International Journal of Music Education, 35(1), 118-135.
Mills, J. (2003). Musical performance: Crux or curse of music education? Psychology of Music, 31(3), 324-339.
Montemayor, M. (2008). Flauto: An ethnographic study of a highly successful private studio. International Journal of Music Education, 26(4), 286-301.
Moon, J. (2004). A handbook of reflective and experiential learning. Oxon: RoutledgeFalmer.
Schön, D. (1987). Educating the reflective practitioner. London: Jossey Bass.